Nursing (NURSING)

Instructor(s): Margaret Wallhagen

Critical analyses of contemporary strategies for the development of nursing theory building, particularly as they relate to selected nursing phenomena and an in-depth analysis of selected theoretical schools of thought.

Instructor(s): Orlando Harris

Course provides an introduction to the principles and methods of qualitative research, critically analyzing the elements of qualitative research design set within the context of the research question to be asked and the existing knowledge in the area.

Instructor(s): Jerry Ouner

This course provides an overview of quantitative research methods, including study designs, sampling, data collection procedure, instrument validity and reliability, bias, and ethics, along with the skills to critically analyze research studies using of techniques used to conduct systematic reviews of bodies of knowledge and provides strategies to critique the scientific rigor of quantitative research designs.

Instructor(s): Ulrike Muench

This course focuses on statistical analysis techniques in health and social sciences, emphasizing quasi-experimental designs to address limitations of observational data. Students receive didactic training and hands-on experience in data analytics, including examining a research question, preparing datasets, developing analysis workflows, and interpreting findings. The course utilizes STATA software and emphasizes reproducible programming to ensure transparency and reliability in data analysis.

Instructor(s): Linda Park

This course will introduce clinical researchers to the use of computer software for managing and analyzing clinical research data. Currently available statistical packages will be described and the roles of spreadsheet and national database programs discussed. Use of STATA for managing, cleaning, describing, and analyzing data will be taught in lecture and laboratory sessions.

Instructor(s): Ifeyinwa Asiodu

Course examines the construction of qualitative research and ethics in research. Students formulate research questions and design a qualitative study.

Instructor(s): Jyu-Lin Chen

Course critically evaluates concepts underlying measurement reliability and validity. Construction of measurement tools and their use in quantitative research will be explored.

Instructor(s): Marianne Biangone

The course focuses on development of a career as a university faculty member. Emphasis will be on understanding how to develop a program of research and develop a reputation in the field. Foci will include teaching, mentoring students, and university/public service. This seminar will develop the skills required for achieving success in an academic career.

Instructor(s): Margaret Wallhagen

This course involves a critical investigation of theoretical approaches related to the study of adults as they age and palliative care. Emphasis is placed on bio-psycho-social theoretical perspectives and how these perspectives guide development of science for nursing care of adults across the life spectrum. Students' and others' research programs illustrative of methods for development, testing and implementation of selected theoretical approaches are discussed and critiqued.

Instructor(s): Heather Leutwyler, Margaret Wallhagen

This course examines principles and methods of mixed methods research. The emphasis is on application of philosophical and theoretical foundations, study designs, data collection, analysis, and interpretation of results. Students will critically appraise mixed methods studies relevant to their own areas of research and develop a mixed methods research proposal.

Instructor(s): Sandra Weiss, Christine Miaskowski

This course focuses on integrative, multi-method approaches for the use of self-report or observational measures in conjunction with genetic or neuroendocrine markers, electrophysiologic sensors, microbial sampling or other biological measures of a symptom. Participants will design biobehavioral methods to achieve a more comprehensive, multi-system understanding of a symptom or symptom clusters. Analytical strategies for synthesizing two or more measures of a symptom will also be addressed.

Instructor(s): Heather Leutwyler, Margaret Wallhagen

This course is in the series of courses for the Biobehavioral Research Training in Symptom Science. In this course, trainees will gain a working understanding of symptom science, analyze theories and designs appropriate to the study of symptom science and symptom management, and discuss the application of the symptom management model developed at UCSF. The course will also focus on operational definitions and measures of the symptom experience (symptom perception, evaluation and response).

Instructor(s): Catherine Waters

In this foundational course, students and faculty will review classical and contemporary philosophical viewpoints relevant to nursing science. We will examine salient turning points in the history of epistemology, ontology, and moral philosophies..

Instructor(s): Brittany Christiansen

This course is the application of pharmacotherapeutic principles in pediatric acute care settings. Concepts highlight evidence-based decision-making, minimizing adverse reactions and potential drug-drug interactions, and maximizing beneficial health outcomes for children with complex acute, critical, and chronic health conditions. This course also provides an overview of legal, regulatory, and safety issues related to prescribing.

Instructor(s): Ulrike Muench

Foundational 2-course sequence (N233A/B) for students to engage in scholarly activity using data for informed evidence-based policy and decision making. In N233A, students will learn to identify key components of the research process, prepare, and manage data for analysis, and conduct and interpret descriptive analyses. Followed by N233B.

Instructor(s): Ulrike Muench

Foundational 2-course sequence. Builds upon the skills of NURSING 233A towards preparing students to engage in scholarly activity using data to inform evidence-based policy and decision making as well as being a critical user of scientific literature. This includes managing data for analysis, applying statistical software to test hypotheses, generating graphs and tables to disseminate results, and critiquing strengths and weaknesses of qualitative and quantitative studies.

Instructor(s): Elizabeth Gatewood

This course is the first in a series of two focused on advocacy, community engagement, quality improvement and leadership. It is an interprofessional program, completed in collaboration with the UCSF Family Medicine Residency. This program is designed to help students develop skills to serve as collaborators and leaders. Students will complete QI modules, attend weekly seminars, panel discussions, site visits, and identify a community partner organization for collaboration in the second quarter.

Instructor(s): Oi Saeng Hong

Seminar focuses on design and practical implementation of research on factors at work and in the environment that affect community health. Theoretical, ethical, policy and procedural issues related to occupational and environmental health research will be discussed. Students and faculty will bring examples from their research for discussion and problem-solving.

Instructor(s): Margaret Wallhagen

Critical examination of research in aging, focusing on collaborative, interdisciplinary research (i.e., nursing, medicine, geropsychiatry, and the social and behavioral sciences). Emphasis will be on the interdisciplinary research process and methodological and theoretical frameworks.

Instructor(s): Andrea Kuster

Professional Seminar offers 2nd year Family Nurse Practitioner students content on transitioning into the FNP role and additional clinical content on management of emergent and difficult clinical situations. This course provides students with experience in career building, including resume writing, job applications and negotiations, and licensure and certification application. Additional content includes patient satisfaction metrics and techniques, and ways to not miss emergent conditions.

Instructor(s): Mary Massella, Jennifer Huggans-Zapeta, Carrie Evans

Advanced specialty seminar to extend knowledge of the varied scope of problems in family primary care. Advanced skill training in case presentation and management that represents integration of prior theoretical and clinical course work.

Instructor(s): Becca Neuwirth

Students will discuss fundamental provision and management of medication and procedure abortion. Course will allow discussion of background on abortion law, epidemiology, counseling techniques, trauma informed care, management and provision of abortion and abortion complications.

Instructor(s): Staff

Students collaborate in clinical investigations and other studies of special problems in nursing and health sciences or health policy under the direction of faculty. Students may select areas related to their long-term interests and future research or clinical program.

Instructor(s): Staff

Student undertakes an individual study with emphasis on special problems in nursing. Students may select an area of study which is related to their area of interest or future goals.

Instructor(s): Staff

This course offers students the opportunity to conduct research in preparation for their qualifying examination under the supervision and mentorship of faculty, usually the student's advisor or qualifying examination committee member(s).

Instructor(s): Sandra Weiss

This course provides an introduction to the principles and methods of proposal writing used in preparing a grant proposal. The coursework provides content on the process for good proposal development, key elements and sections of a proposal, necessary information to include in a grant proposal, and development of a budget.

Instructor(s): Heather Leutwyler, Margaret Wallhagen

The course is designed for doctoral students with an interest in Gerontology who are preparing to write either their qualifying examination papers or dissertation.

Instructor(s): Stella Bialous

Course provides an introduction to critical thinking, policy, and ethical reasoning about the discipline of nursing and its contributions to policy discourse. Includes comparative analyses/critique of theoretical application. Focuses on learning and using theories of the policy process, including analyzing how health policy is constructed. Perspectives on agenda setting, media roles, advocacy, policy innovation, diffusion and implementation will be integrated with examples of policy problems.

Instructor(s): Chrissy Smith, Amy Renfro

This course will explore neonatal physiology, pathophysiology and pharmacology as it is related to the the Renal, Endocrine, and Dermatologic systems. The course format will include didactic presentations, case study presentations, forum discussions and case review in preparation for NCC and ACCRN certification.

Instructor(s): Kord Kober, Elena Flowers

This course provides an overview of using big data, their use in healthcare and research settings, and discusses ethical considerations.

Instructor(s): Jerry Ouner, Andrea Kuster

This foundational course in scholarship is designed to provide the advanced-level nurse with the necessary knowledge and skills to analyze and utilize research and other evidence during administrative or clinical decision-making. The course is designed to facilitate evaluation of the research process, development of clinical questions, and the critical appraisal of research papers, with an equitable approach in their practice as advanced-level clinicians and leaders in their nursing disciplines.

Instructor(s): Staff

This is the first course of the Doctor of Nursing Practice (DNP) curriculum, and provides foundational content to support student success in the program. During this course, students will identify clinical problems, conduct literature searches and curate artifact evidence that can be used to construct a professional portfolio. Students will also develop basic skills in writing, presenting and working in small groups during this in-person course.

Instructor(s): Staff

This second of three in-person immersion courses provides the opportunity for Doctor of Nursing Practice (DNP) program students to continue development of leadership and scholarly expertise. Students will have opportunities during in-person activities to showcase their scholarly work before an extended audience, including other DNP students just embarking on their program of study. The course will include concentrated in-person activities augmented by supplemental online/virtual activities.

Instructor(s): Staff

In this foundational course, the learner will utilize critical thinking to evaluate nursing science and the impact on contemporary healthcare. Scientific theories and conceptual frameworks forming the foundations of knowledge and clinical scholarship for nursing practice will be discussed. Middle range theories and concepts will be evaluated for their utility in examining contemporary healthcare issues and in supporting clinical inquiry, interventions and enhanced patient outcomes.

Instructor(s): Staff

In this foundational course, the DNP learner will generate clinical questions, and critically appraise and translate evidence into practice. Evidence-based practice appraisal frameworks will be used to support decision making and development of strategies and processes that promote high quality, safe, effective, and equitable patient-centered care.

Instructor(s): Staff

In this course, DNP learners will utilize advanced concepts in research methods and measurement strategies that are applicable to support the advanced practice nurse for translational practice. Learners will access, evaluate, and utilize data from various sources, including research, quality improvement initiatives, and information technology origins to achieve improvements in care delivery and practice.

Instructor(s): Staff

In this course, DNP learners will evaluate the history and current state of quality and safety issues, research and innovative quality/safety strategies, and culturally/linguistically appropriate services. The work of relevant thought leaders will inform discussions of quality and safety practice. Learners will analyze quality management models in healthcare and incorporate the role of the DNP in developing and leading quality initiatives to improve patient outcomes.

Instructor(s): Staff

Doctor of Nursing Practice (DNP) students will explore history, definitions and applications related to health policy and advocacy. Students will discuss the complexities of health policy development, implementation and evaluation, and engage in comparative analysis of US and international health systems. Students will analyze the role of advocacy and develop skills in influencing health policy and health system change.

Instructor(s): Staff

This course will support Doctor of Nursing Practice (DNP) students in examining the development of health goals and measurement/assessment of outcomes for international, national and state health goals. The course will address health promotion and illness prevention for healthy/chronically ill populations. Emphasis is placed on the impact of social determinants of health and health inequities in vulnerable populations. Students will examine biostatistical principles used to measure outcomes.

Instructor(s): Staff

Course provides an overview of informatics to support understanding of how data is organized and analyzed to inform healthcare delivery, quality and safe use. Topics include the history/evolution of informatics in healthcare; collection and distribution of data; and safety, innovation and nursing outcomes supported by informatics. Participants gain exposure in leading and managing informatics initiatives, and integrating informatics across practice, research, communication and education domains.

Instructor(s): Staff

This final of three in-person immersion courses provides the opportunity for Doctor of Nursing Practice (DNP) program students to continue development of leadership and scholarly expertise. Students will have opportunities during in-person activities to showcase their scholarly work, including their DNP Project before colleagues and stakeholders. The course will include in-person activities and presentations including but not limited to leadership skills and ongoing professional development.

Instructor(s): Staff

The purpose of this course is to provide the student with advanced systems knowledge and skills to achieve significant strategic change in healthcare organizations. Leadership and innovation skills are applied to healthcare projects. The focus is on the development, implementation, and evaluation of new ventures to improve healthcare. Strategies for dealing effectively with complexity, uncertainty and risk are explored.

Instructor(s): Staff

Learners will explore healthcare organizations, delivery systems, and financial decision-making at multiple levels. Theoretical and practical principles applied by healthcare organizations for fiscal management and decision-making will be analyzed. The impact and value of nursing will be discussed through a financial lens that integrates concepts such as revenue streams, expenses, and operating budgets.

Instructor(s): Staff

This course examines organizational systems and complex healthcare design, theory, delivery, and economics. Emphasis is on systems thinking, organizational behavior in practice, and system-level issues. Learners explore healthcare organizations and introductory economics, including organizational ethics, disaster planning, and the role of the DNP nurse in the organization.

Instructor(s): Staff

This is the first of the Doctor of Nursing Practice (DNP) Project courses that will occur sequentially and be held in parallel to development of the DNP Project. The purpose of the DNP Project courses is to provide structured support for the student's scholarly DNP Project, and to support their development as current and future scholars. DNP Project I will assist students in conceptualizing an evidence-based project proposal and plan that addresses a practice or microsystem issue.

Instructor(s): Staff

This is the second of the DNP Project courses that will occur sequentially and support development of the scholarly DNP Project. The course will provide structured content and support applicable to the project, and assist Doctor of Nursing Practice (DNP) students in implementing a proposal that reflects synthesis of knowledge from prior coursework and application to an area of interest under the direction of a faculty mentor.

Instructor(s): Staff

This is the last of the DNP Project courses that will occur sequentially and support development, implementation, and evaluation of the scholarly DNP Project. The course will provide structured content and support applicable to the DNP Project and assist Doctor of Nursing Practice (DNP) students in implementing, evaluating and planning for final dissemination of the DNP project that reflects advanced nursing practice competencies.

Instructor(s): Yoshimi Fukuoka

Students will analyze the theoretical foundations and research issues underlying specific content areas in nursing science. Integrate in-depth knowledge of theory and research related to a substantive field of study through critical analysis, integration, and synthesis of literature. At the completion of the course, the student will be able to (1) describe the process of integrative literature review; (2) identify and critically review research; and (3) define areas for knowledge development.

Instructor(s): Glenn-Milo Santos, Jennifer Jain, Carol Dawson-Rose

The course will review cross-disciplinary research on HIV prevalence and incidence with a focus on vulnerable populations at risk for HIV. As part of the course, trainees will engage in readings, literature reviews, and discussions on Upstream, Midstream, and Downstream determinants of HIV using the Social Determinants of Health (SDoH) Framework. Trainees will also synthesize specific SDoH factors that drive inequities in HIV among their vulnerable population of focus.

Instructor(s): Glenn-Milo Santos, Jerry Ouner

This course is part of the NINR-funded T32 Program in the School of Nursing to train the next generation of nurse scientists in HIV research. Students review and critically analyze biomedical and behavioral approaches to HIV prevention and treatment. Trainees prepare an academic paper related to their focus in HIV prevention or treatment, thus initiating their written critical analysis of research in their focus area.

Instructor(s): Jose Gutierrez

This course is part of the NINR-funded T32 Program in the School of Nursing to train the next generation of nurse scientists in HIV research. Students review and critically analyze HIV prevention and treatment implementation science research. Trainees prepare an academic product related to their focus in HIV prevention or treatment, thus demonstrating their written critical analysis of research in their focus area.

Instructor(s): Andrea Kuster, Helen Horvath

Course introduces assessment concepts and skills to determine the health status of clients across the life span. Focuses on the collection and interpretation of clinical data derived from the history and physical exam.

Instructor(s): Staff

This course provides a mentored research experience prior to the qualifying exam. It is designed to prepare the student for the qualifying examination, lay the foundation for the preparation and defense of a dissertation proposal and for subsequent independent research. Students develop research skills under the supervision of a faculty member, who serves as FOR. Specific activities and objectives that will best meet the student’s learning needs are negotiated by the student and FOR.

Instructor(s): Brittany Christiansen

Final course in series emphasizes transition to ACPNP practice by response to emerging health crises and organ system dysfunction/failure in infants, children, and adolescents with complex acute, critical, & chronic health conditions. Topics include care transitions, vulnerable populations, sociocultural influences on child health, and new and emerging concepts in pediatric acute care with application to ACPNP role development and legal, political, and ethical issues that impact ACPNP practice.

Instructor(s): Dawn Troeger, Chi Vang

This course is designed to give the nurse practitioner or clinical nurse specialist student a basic introduction to the principles of chest x-ray interpretation. This course utilizes a self-paced, programmed learning modality. Students review patient cases and x-ray images that are located in a computerized learning environment.

Instructor(s): Stacy Torres, Leslie Dubbin

Course reviews many of the types of qualitative research methods, emphasizing assumptions and approaches. Course focuses on design, entree, ethics, data-gathering techniques (interviewing, observing), and data recording and management. Data analysis is introduced. This is a 2-part course, concluding with NURSING 285B. Cross-listed with SOCIOLOGY 285A

Instructor(s): Leslie Dubbin, Stacy Torres

Course compares and contrasts modes of qualitative analysis. Examines issues in establishing plausibility, credibility, adequacy. Intensive data analysis and examination of the problems of presentation of findings with focus on questions of authority and preparation of text. 2-part course, beginning with NURSING 285A. Cross-listed with SOCIOLOGY 285B

Instructor(s): Ifeyinwa Asiodu

This PhD-level course will provide in-depth information and mentored experiences with fieldwork and ethnographic methods. This course is suitable for students using Ethnography or other qualitative methods incorporating observation, interviews, and review of documents. Students will spend 10 hours collecting interview or observational data in a self-selected fieldwork site, write detailed field notes, and prepare a final oral project describing their findings and future related research.

Instructor(s): Catherine Waters

This problem-solving course focuses on the application of community-based participatory research (CBPR) principles and methods with diverse populations. An overview of CBPR and its epistemological and ontological underpinnings and relevance to nursing and public health are presented. The course also addresses ethical, validity and rigor issues in CBPR.

Instructor(s): Glenn-Milo Santos

Course will familiarize students with meta-analysis techniques for conducting integrative research review on a phenomenon of interest. Content includes an overview of meta-analysis techniques, issues and controversies, steps in conducting a meta-analysis, including effect sizes and inter-reliability.

Instructor(s): Soo-Jeong Lee

This lab is designed to support N289A Advanced Quantitative Research Methods. Students will learn how to plan and conduct analyses. They will answer research questions using different statistical methods, interpret findings and write the results and conclusion sections of an article. Students will use a statistical package to complete assignments.

Instructor(s): Cherry Leung

This advanced quantitative nursing research course focuses on how research questions lead to different study designs, data collection procedures and analyses. The coursework provides content on analytic techniques, such as multiple logistic regression, power estimation, and effect sizes with hands-on experience provided through exercises in planning, conducting, and interpreting analyses.

Instructor(s): Jyu-Lin Chen

Course presents and critiques theoretical perspectives and research approaches dominant in the study of family and health. Compatibility of theories and research approaches is examined.

Instructor(s): Yoshimi Fukuoka, Kord Kober

This course provides an overview of artificial intelligence approaches, their use in healthcare and research settings, and discusses ethical considerations.

Instructor(s): Michele Pelter

This course provides an overview of the qualifying examination and principles of a successful qualifying examination for doctoral students. It addresses issues integral to the completion of doctoral study and focuses on skills helpful in completing a successful Qualifying Exam.

Instructor(s): Staff

This course is for graduate students engaged in dissertation activities and writing for the Doctor of Philosophy (PhD) in Nursing degree.

Instructor(s): Staff

Course provides supervised practice in selected components of the teaching role in nursing.

Instructor(s): Staff

This course provides learners with the opportunity to gain practice with components of the educator role. Under supervision of an experienced faculty member, learners will collaborate in the development and/or implementation of teaching applicable across settings. Activities may include, but are not limited to, developing and delivering lectures, facilitating seminars or discussions, preparing class materials, evaluating learner performance and analyzing the learning environment.

Instructor(s): Staff

This course evaluates research, theory, and other evidentiary support for instructional strategies and curricular design. Best practices in learner-centered teaching, curriculum models, and instructional design will be explored. Students will examine and develop innovative and emerging instructional strategies that support motivation, performance, and learning. The course is designed for current or prospective nurse educators seeking foundational knowledge.

Instructor(s): Staff

This course will provide an opportunity for the student to evaluate research, theory, and other evidence that support online learning and learner-centered course design. Learners will examine best practices in online instruction and develop strategies that apply innovative and emerging technologies to enhance motivation, performance, and learning for health professionals. The course is designed for current or prospective nurse educators seeking foundational knowledge.

Instructor(s): Staff

This course will provide the learner with the foundational knowledge for using healthcare simulation as a teaching methodology for professional healthcare education. Evidence-based simulation standards, diversity and inclusion, legal and ethical concepts, and theoretical frameworks will be discussed and analyzed.

Instructor(s): Staff

Course provides an opportunity for students to gain hands-on skills in pedagogical aspects of the faculty role. Supervised by an experienced faculty member, students will collaborate in development and/or implementation of classroom or clinical education. Students will perform selected teaching activities that include, but are not limited to, developing lectures, preparing class materials, leading class discussions, evaluating student performance and analyzing the course learning environment.

Instructor(s): Staff

Supervised experience in which students learn skills of assessment, interventions and/or management in advanced practice adult-gerontology primary care nursing.

Instructor(s): Becca Neuwirth

Students will receive clinical opportunities in the provision and management of medication abortion, procedure abortion, and early pregnancy loss.

Instructor(s): Carolina Noya

This course will provide learners an opportunity to take an active role in interprofessional team work and team based practice in the setting of Diabetes Youth and Families (DYF) residential summer camp providing care for children with type 1 diabetes. Learners will be assigned to a group of campers and provide diabetes treatment and management support for all meals and activities, as well as ongoing health needs common to residential camps. Learners will stay on-site for the duration of camp.

Instructor(s): Staff

The residency provides students with the opportunity to apply and evaluate theories, concepts, and skills in a community/public health setting under the supervision of a preceptor. Residency focuses on role development as an advanced practice community/public health specialist through engagement in one of three learning projects: 1) conducting a community/public health-focused project; 2) design and complete a policy analysis project; or 3) design and completion of a research project.

Instructor(s): Staff

This course includes clinical experience supported by a weekly synchronous clinical conference. The course provides the opportunity for the student to integrate scientific knowledge and clinical practice to develop diagnostic, clinical decision making, and direct care of individuals, groups, and families across the lifespan. Includes application/ integration of research, consultation, and clinical leadership as appropriate.

Instructor(s): Brittany Christiansen

This clinical course provides the opportunity to integrate scientific knowledge and clinical practice to develop emerging advanced assessment, diagnostic, and clinical management skills in pediatric specialty and/or chronic care practice settings, under the supervision of a clinical preceptor. Focus is on detailed data gathering, refinement of physical exam skills, and development of a problem list for infants, children, and adolescents with complex acute, critical, or chronic health conditions.

Instructor(s): Cynthia Belew, Amy Law

Opportunity in which the student integrates scientific knowledge and clinical practice to develop advanced diagnostic, clinical decision making, and hands-on-clinical skills in the selected clinical specialty. Includes application/integration of research, consultation, and clinical leadership as appropriate.

Instructor(s): Staff

The course provides the opportunity for Doctor of Nursing Practice (DNP) leadership track learners to develop skills related to their advanced practice roles. Activities may include mentoring, teaching, decision-making, consulting, and other healthcare planning experiences that integrate theory and evidence. Practice hours related to the development and implementation of the scholarly DNP Project may be included. The course is designed for those participating in one unit of practice activity.

Instructor(s): Staff

The course provides the opportunity for Doctor of Nursing Practice (DNP) leadership track learners to develop skills related to their advanced practice roles. Activities may include mentoring, teaching, decision-making, consulting, and other healthcare planning experiences that integrate theory and evidence. Practice hours related to the development and implementation of the scholarly DNP Project may be included. The course is designed for those participating in two units of practice activity.

Instructor(s): Staff

The course provides the opportunity for Doctor of Nursing Practice (DNP) leadership track learners to develop skills related to their advanced practice roles. Activities may include mentoring, teaching, decision-making, consulting, and other healthcare planning experiences that integrate theory and evidence. Practice hours related to the development and implementation of the scholarly DNP Project may be included. The course is designed for those participating in three units of practice activity.

Instructor(s): Staff

The course provides the opportunity for Doctor of Nursing Practice (DNP) leadership track learners to develop skills related to their advanced practice roles. Activities may include mentoring, teaching, decision-making, consulting, and other healthcare planning experiences that integrate theory and evidence. Practice hours related to the development and implementation of the scholarly DNP Project may be included. The course is designed for those participating in four units of practice activity.

Instructor(s): Staff

The course provides the opportunity for Doctor of Nursing Practice (DNP) leadership track learners to develop skills related to their advanced practice roles. Activities may include mentoring, teaching, decision-making, consulting, and other healthcare planning experiences that integrate theory and evidence. Practice hours related to the development and implementation of the scholarly DNP Project may be included. The course is designed for those participating in five units of practice activity.

Instructor(s): Staff

Provides students with a hands-on research experience and opportunity to work alongside faculty on a research or policy project that impacts public health. This is a mentored experience designed for students to participate in research activities that can be part of all stages of the research process depending on student interest and stage of the research. The specific learning needs to be discussed and agreed upon with the mentoring faculty and student.

Instructor(s): Staff

Course provides an opportunity to apply and evaluate policy theories, concepts and skills in health policy under the supervision of a health policy faculty member or preceptor in a health policy setting.